Experiential Learning Opportunities Research Articles

A Picture is Worth a Thousand Words: Using Photovoice Methodology to Explore Perceptions of Servant-Leadership During International Service-Learning

Healthcare education programs are tasked to develop the leadership capacity of students in the preparation for them to become future healthcare providers who can holistically address the needs of complex communities and our society at large. Educational institutions often look to experiential learning opportunities where students can be active participants in the exploration of new leadership behaviors. In particular, service-learning experiences may help support the development of servant leadership qualities. These experiences and qualities both aid in the development of empathetic, inclusive practitioners and professions. A gap in literature exists on health profession students’ perceptions of these experiences and if they are influential to the development of servant leadership behaviors, thus warranting further examination.
 This paper is a qualitative investigation of servant-leadership using Photovoice methodology. Graduate healthcare students studied the concepts of servant-leadership then engaged in an international service-learning opportunity. Broad and deep contextualization of photographs taken during the time abroad explored the five themes of servant leadership: stewardship, partnership, obligation, emotional healing, and elevated purpose. A novel finding was the emergence of intentionally actioned cultural awareness within healthcare service delivery with the authors newly defining the term, cultural humilitence. Conclusions were drawn that support strong researcher and student-generated contextualization alignment with literature-based constructs of leadership and service, and the need for investment by institutions to cultivate experiences (domestic and international) which build interprofessional, transprofessional, and culturally aware teams.

Preparing Students for Careers in the Esport Industry

Role-play is an active learning tool that increases the involvement, motivation, and responsibility of students through their immersion in the very industry for which they are learning and preparing and has been used in a wide range of settings, including education, business, and entertainment, to facilitate education, problem-solving, and personal growth. As such, role-play was implemented in an Introduction to Esport course to help students better understand and experience the real-life planning, obligations, and execution of the many roles and responsibilities necessary to host and stream an esport competition. In this manuscript, we offer an overview of student experiences and provide lessons learned to help enhance future role-playing and experiential learning opportunities in the esport space. Results from this project demonstrated that role-play can be an effective pedagogical tool, affording students with opportunities to enhance their knowledge and familiarity with the esport industry, learn and practice industry-specific skills, and experience a real-time event competition requiring them to apply what they learned in the classroom.

"Group drum helps placement working": Unpacking the value of DRUMBEAT for interprofessional group learning during practice placement

Introduction: Interprofessional education enables allied health students to learn with, from and about each other, equipping them with the skills, values and knowledge to work collaboratively in teams and with service users. DRUMBEAT, a groupwork program, was applied as a creative tool and implemented to empower learners with knowledge and skills not consistently addressed in traditional allied health education. This paper will explore the value of using DRUMBEAT during practice placement through gaining the perspectives of allied health students and the intentions, perceptions and experiences of allied health academic facilitators. Methods: This multiple-methods qualitative inquiry used student end-of-program feedback surveys (n = 73) and academic semi-structured interviews (n = 3). Data was thematically analysed. Results: Implementing DRUMBEAT had value for students. Benefits included skill development, deeper self-reflection and self-awareness, a sense of safety, an opportunity for selfcare and shifting perspectives. DRUMBEAT also provided students with a fun escape from the stresses of placement; it became an opportunity for creative expression, fostering wellbeing and mindfulness. The academics valued DRUMBEAT for the neurobiological benefits of rhythm, its opportunity for experiential learning combined with social and emotional growth and the enjoyment of the program. Connecting and learning together allowed for holistic relationships with students and the provision of more individualised support. Conclusions: DRUMBEAT has value for interprofessional group learning. Introducing a creative psycho-educational groupwork program such as DRUMBEAT supports students’ personal and professional growth and has the potential for enhancing learning and wellbeing. These are skills necessary for mindful collaboration and reflective practice, which are known to enhance quality experiences and outcomes for service users.

Exploring Learning Factory Transformations in Industry 5.0

Industry 5.0, an evolution beyond the technological advancements of Industry 4.0, emphasizes a human-centricity, sustainable, and resilient manufacturing paradigm. This shift necessitates addressing multifaceted challenges, including environmental sustainability, workforce skill gaps, human well-being, and implementation costs. Learning factories, conceived as a solution, bridge the gap between theory and practice by offering hands-on, experiential learning opportunities. However, current learning factories predominantly cater to Industry 4.0, lacking a focus on the human-centricity and sustainability crucial for Industry 5.0. This study explores the on-going transformations in learning factories and their potentials to address Industry 5.0 challenges.

Monocorns and Multicorns – Emerging Startup Models from Higher Education Institutes

Purpose: Monocorn and Multicorn business startups emerging from higher education institutions represent an intriguing outcome of experiential learning for graduates who have actively participated in incubator programs. Monocorns, characterized by their exclusive ownership under a single entrepreneur, epitomize the essence of individual ambition and drive in the startup ecosystem. These enterprises typically feature dedicated websites aimed at promoting and selling an array of digital or physical products and services. In contrast, Multicorns, forged by collaborative efforts of a team of entrepreneurs or friends, symbolize the power of collective innovation and resource pooling. Such ventures are often equipped with comprehensive websites and integrated payment gateways to facilitate efficient sales and customer engagement. By examining and comparing the dynamics of Monocorns and Multicorns, we gain valuable insights into the diverse pathways that graduates can embark on while nurturing their entrepreneurial dreams and contributing to the dynamic landscape of business innovation. Methodology: Exploratory research method is used to propose two new models of startups from higher educational institutions due to incubationship. Results/Analysis: The paper describes two new models of startups as a result of single or team-based efforts to create entrepreneurs from higher education institutions. The definition, description, comparison, and ABCD analysis of both models are separately carried out from the stakeholder’s points of view. Originality/Values: The paper contains two new models of creating entrepreneurs from higher education institutions as a result of experiential learning opportunities given to the students through a recently announced new model called incubationship. Type of Paper: Exploratory Analysis.

Unlocking empathy and preparedness

Developments in virtual reality (VR) technology and the increased availability of high-speed internet, have increased the affordability and accessibility of VR. This paper investigates the potential of VR to supplement the theoretical coursework of a large criminal justice course in Aotearoa New Zealand. By simulating interactions with people in prison, VR could offer a unique training platform where students develop essential skills, including communication, conflict resolution, and empathy, within a controlled environment. This ensures that trauma-sensitive issues can be addressed safely and effectively, providing students with invaluable experiential learning opportunities. Using VR, students could engage in simulated scenarios that mirror real-life. This immersive environment would allow them to gain firsthand experience and explore their emotional responses in a safe setting. Students could develop a deeper understanding of their triggers, manage their trauma, and acquire the necessary coping mechanisms to handle the challenging situations they may face in their future careers.

Evaluating the internalisation of the intrinsic role of health advocacy of student pharmacists in a new integrated Bachelor of Pharmacy curriculum: a mixed-methods study

To keep up with the contemporary health landscape, there is an imperative need for healthcare professionals to practise health advocacy through health promotion on the individual, population, and systems levels. In the Academic Year of 2020/2021, the National University of Singapore (NUS) Department of Pharmacy implemented a new spiral curriculum integrating basic, clinical, and systems sciences with one of its aims to deepen students’ health advocacy internalisation and prepare them as future health advocates. A mixed-methods approach was adopted. Questionnaires were disseminated across three time-points to elicit students’ levels of internalisation of health advocacy, which were then categorised into levels, and a Mann–Whitney U test was conducted. In comparison with prematriculation, no significant difference was found after students underwent the first year of the curriculum, while a significant difference was found after students underwent two years of the curriculum. Semi-structured interviews were also conducted after each Academic Year to gain deeper insights into the questionnaire results. Thematic analysis of the interviews revealed that curricular integration in the first year was perceived to be lacking. However, with learnt knowledge constantly reinforced and more experiential learning opportunities incorporated throughout the second year, students found the integrated curriculum beneficial in instilling confidence to practise health advocacy. This study offers insights into the prospects of a spiral integrated curriculum in imparting health advocacy, and may even suggest its potential to be applied to other educational settings. Future follow-up studies can also be conducted on the same study population to evaluate long-term impacts and areas for improvement of the curriculum.

Giving Life to Learning Through Rural Maternal Health Immersion Experiences.

Recruiting, retaining, and educating nursing students is essential to meet the growing need for nurses in rural communities. A nursing school enhanced its prelicensure education in rural and public health nursing, and interprofessional care by expanding experiential learning opportunities. To describe longitudinal community health-based rural immersion experiences for prelicensure nursing students. A prospective, correlational design evaluated students' knowledge and confidence in understanding rural characteristics, confidence in achieving public health nursing, and interprofessional education competencies. Fourteen prelicensure nursing students participated in rural maternal health immersion experiences and reported being more confident (21/27 items) than knowledgeable (18/27) in understanding rural characteristics. Over 85% reported competency in interprofessional interactions, and there was a significant difference in confidence in achieving public health nursing competencies between the beginning and end of the immersion. Using immersion experiences may be effective in enhancing students' knowledge, confidence, and competency in rural and public health, and interprofessional care.

Influence of the project managers' expertise and experience in the success of projects: the moderating effect of emotional intelligence

PurposeThe authors investigated how emotional intelligence (EI) affects the relationship between project managers' (PMgs) expertise and experience and project success for both the team and client.Design/methodology/approachThis study collected 290 valid responses from IT project managers. The results were analyzed using an ordinary least squares (OLS) regression, with Process v4.0 procedure and the Johnson-Neyman (JN) technique to assess the moderating effect of the level of EI.FindingsResults showed that moderate levels of EI can enhance the impact of PMgs' experience on the project client, while higher levels of EI are necessary to positively impact the team. Moderate levels of EI can improve PMgs' expertise impact on the project team, increasing their effectiveness in interactions with clients and other stakeholders.Practical implicationsIt is recommended to consider emotional intelligence alongside technical skills when selecting project managers to address emotional labor, stress, stakeholder management and agility. Providing EI training and experiential learning opportunities internally can improve project managers' emotional intelligence.Originality/valueThis study contributes to the literature on emotional intelligence and project management, highlighting the relationship between technical skills and emotional intelligence levels of PMgs. This research emphasizes the significance of experience and EI in project management, particularly in overseeing complex projects. Additionally, moderate levels of EI enhance PMgs' effectiveness in engaging with stakeholders closely involved in projects.

Integrating marine debris into socioeconomic monitoring: Informing local actions in Minicoy Island, India and charting a new global approach

In 2019, the authors introduced the topic of anthropogenic marine debris into the Global Socioeconomic Monitoring Initiative for Coastal Management (SocMon) during an assessment conducted at Minicoy Island in India. SocMon is a process-based approach and set of tools for conducting community-based socio-economic monitoring of changes in coastal communities that has been adopted and adapted worldwide through the Global SocMon network. It provides an experiential learning opportunity that often leads to community driven action. By adding marine debris into this assessment, it is hoped that the data collected, along with the authors' experience and analysis, will provide a baseline and support resource management changes locally and provide lessons for other SocMon researchers. Further, this paper shows that SocMon provides an opportunity to assess changes caused by plastics or other marine debris not only in the physical environment, but also within a community and society.

Course-Based Undergraduate Research Experiences as a Potential CURE-All for Applied Research Training and Real-World Knowledge Acquisition

Calls have been made for higher education to offer students hands-on and experiential learning opportunities. This paper explores the development and implementation of an advanced undergraduate research methods course offered in fall 2020 and 2022. After initially conducting research on its first offering in 2020, the instructor navigated changes based on self-reflective, student, and community partner feedback. Students, agency partners, and the instructor-of-record participated in mid and end-of-semester evaluations, focus groups, interviews, and follow-up surveys during both iterations of the course with new data offering insights into course perceptions, pitfalls, and impact. Findings suggested that students had generally positive experiences in the class. The course’s applicability and relevance additionally contributed to increased student engagement and motivation. While prior literature identifies the utility of experiential learning in gaining real-world research skills, the applied criminal justice research course additionally highlights motivation and investment as defining characteristics.

Exploring the meaning of peer support used by undergraduate nursing students who have experienced clinical-related critical incidents: A hermeneutic study

BackgroundUndergraduate nursing students may access support from peers after having experienced critical incidents during experiential learning opportunities. While researchers have addressed peer support relative to academic or day-to-day stress in undergraduate nursing students, there is a paucity of data on the context of clinical related critical incidents. ObjectiveTo better understand undergraduate nursing students' experiences of using peer support after clinical related critical incidents. DesignExperiential learning places undergraduate nursing students at risk of encountering critical incidents. Gadamer's philosophical hermeneutics was the research approach used to explore the meaning of peer support accessed by undergraduate nursing students who had experienced clinical related critical incidents. SettingParticipants were recruited from a Canadian university. ParticipantsA purposive sample was used to recruit nine students who were enrolled in a baccalaureate nursing program. Data collection involved conducting semi-structured interviews over 12 months in 2021–2022. MethodThe interviews with participants were recorded and transcribed and the data was analyzed using the interpretive method of hermeneutics. ResultsFindings from this research revealed that peer support was an effective informal method of providing immediate assistance to undergraduate nursing students. Inherent in this support was a safe space where students experienced a sense of belonging which normalized the incident and minimized isolation. Support was perceived by some participants as reciprocal as both the traumatized individual and the peer supporter benefited from the organic connection. ConclusionsThis study highlighted the importance of nurturing a psychologically safe clinical learning environment where students who experience critical incidents may seek timely support from peers and clinical instructors.

390 Colorado State University Seedstock Merchandising Team: Creating Impactful Student Experience and Engagement in the Beef Industry

Abstract Hands-on learning is not a new term for animal science curriculums; in fact, it is often something that sets the major apart. The demand for experiential learning opportunities continues to be strong. Students not only want more experience with livestock, but also learning opportunities that provide impact: labs, field trips, internships, and research for example. Colorado State University is committed to providing unique student opportunities that allow students to gain new perspectives, practice applying foundational knowledge, strengthen professional networks, and grow as young leaders in the agriculture and livestock industries. The CSU Seedstock Merchandising program was founded in 1976 under the direction of Dr. Robert Taylor. Taylor’s work focused on beef cattle systems and management, and he believed that learning happens in and out of the classroom. This philosophy built a long tradition of “learning by doing”. In the spring of 1977, the first group of “Advertising and Merchandising Breeding Cattle” students advertised and sold 17 head of yearling bulls with a sale average of $1,600. In the spring of 2023, the CSU Seedstock Merchandising Team hosted the forty-sixth annual sale selling 28 head of age-advantaged Angus and Hereford bulls averaging $4,196 and 9 Hereford and Commercial Angus bred females averaging $2,639. In the years between these two events, the program expanded. Beginning in 2002, student activities extended beyond organizing and advertising a sale. It was at this time that students began exhibiting cattle at the National Western Stock Show and participating in the National Cattlemen’s Beef Association Convention and Trade Show through hosting a booth on behalf of the CSU Animal Sciences Department. In addition to these activities, students on the Seedstock Merchandising Team are required to register for a series of courses focused on seedstock cattle merchandising and management. These students work extensively with the records of the on-campus teaching herd participating in data collection and management, preparing data for submission to breed associations, making recommendations for annual breeding and selection, as well as management and marketing. Beef industry leaders and fellow seedstock producers are invited into the classroom as guest speakers. Students travel to seedstock operations and sales, study online sales and marketing, practice social media promotions, collect data for the sale catalog, set sale order, identify animals to highlight and photo, as well as host the sale and write a sale report. It is through these experiences that students are developing skills that can be used across a range of careers while also practicing animal husbandry and management knowledge gained across the animal sciences curriculum. Students active in the seedstock program have the opportunity to strengthen data analysis and management, communication, networking, and time management skills, as well as practicing community and industry engagement and industry advocacy.

Undergraduate Nursing Application of the Rapid Aspiration Screening Tool (RAS-3): An Interprofessional Swallow Screen Simulation

BackgroundSwallow screenings for patients with suspected stroke may increase early identification of aspiration risk potentially reducing the incidence of pneumonia, length of stay, hospital costs, and patient mortality (Benfield et al., 2020; Daniels et al., 2016; Murray et al., 2021; Sherman et al., 2021). A simulation activity including graduate speech-language pathology (SLP) students and nursing students facilitates an experiential learning opportunity that paves the way for future knowledge and professional collaboration. MethodsThis study utilized an interdisciplinary swallow screen (Rapid Aspiration Screening [RAS-3]) lab, which included a standardized training protocol and simulation activity using standardized patients. The archival dataset included assessment data of 72 students from two programs, an accelerated undergraduate nursing (RN) program and SLP program within the same university. ResultsRN and SLP students obtained similar swallow screen interpretation results (e.g., x2 [1, 97] = 0.01, p = .92). Overall competency scores increased from pretraining (Mean = 82.4, N = 72) to posttraining (Mean = 96.5, N = 71). Twenty-six RN students and 23 SLP students (Mean difference = 19.2 and 25.2, respectively) scored higher after the RAS-3 training (Mean rank = 30.1). A significant difference in pretraining competency scores between RN students (Mean rank = 43.6, N = 48) and SLP students (Mean rank = 22.4, N = 24) (U = 236.5, z = -4.16, p < .00) was also observed, with a moderate effect size (r = -0.49). Furthermore, using the RAS-3 Lab Follow-up Questionnaire, 75.9% indicated they strongly felt that standardized patients helped them prepare for clinical practice. ConclusionBy providing a structured training program and then supporting the didactic material with an experiential, interdisciplinary activity, RN students were able to achieve results comparable to SLP students when performing the RAS3 swallow screen (Table 4).

The empowering influence of applied colleges on entrepreneurial success in the Kingdom of Saudi Arabia

This study examines the transformative role that applied colleges play in fostering entrepreneurial performance. The study methodically surveyed 356 students currently enrolled in the Applied College of the University of Ha'il. Contrary to previous research, the findings reveal a crucial difference, suggesting that social class has an insignificant impact on entrepreneurial intentions, while self-confidence emerges as a paramount determinant. This disparity is due to the distinctive educational methodologies employed in applied colleges, including hands-on instruction, mentorship initiatives, workshops, and experiential learning opportunities, which collectively foster self-confidence. Notably, the survey results reveal a compelling statistic: 75% of female students in applied colleges demonstrate empowerment and cultivate entrepreneurial aspirations. The hands-on approach to entrepreneurship education empowers them to recognize their importance in the business landscape, thereby contributing to the improvement of Saudi Arabia's economic development. In addition, a remarkable 67.3% of students demonstrate a willingness to collaborate with peers of the opposite sex in entrepreneurial ventures, indicating a mature blend of social and economic acumen among applied university students. Furthermore, this study highlights the critical role of applied colleges in bridging the gap between theoretical academic knowledge and practical business acumen. By immersing students in authentic experiences and simulations that reflect the demands of the business world, applied colleges successfully equip them to address real-world business challenges, thereby mitigating potential pitfalls in commercial and agricultural projects.

CONDITIONS OF THE DEVELOPMENT OF PROFESSIONALLY IMPORTANT COMMUNICATION SKILLS FOR FUTURE SPECIALISTS

Effective communication skills are indispensable for future specialists in various fields. This research investigates the pivotal conditions that influence the development of professionally important communication skills among individuals aspiring to excel in specialized professions. In an era characterized by rapid technological advancements and evolving communication platforms, the ability to convey information, collaborate, and persuade is more critical than ever. This study delves into the multifaceted aspects shaping the acquisition and refinement of these skills. The literature review provides a comprehensive examination of theoretical foundations related to communication skills, emphasizing their significance in professional contexts. Drawing from a range of disciplines, it explores the factors affecting the development of these skills and offers insights into previous research on the topic. Methodologically, this research employs a mixed-method approach, combining surveys, interviews, and observations to capture a holistic view of the conditions under investigation. Data analysis techniques such as content analysis and thematic coding are employed to extract meaningful patterns and themes. The empirical findings presented in this study shed light on the conditions fostering communication skill development, including the role of educational environments, experiential learning opportunities, technological tools, and individual characteristics. Case studies from diverse specialized fields illustrate the practical implications of these findings. In conclusion, this research underscores the imperative nature of communication skills for future specialists and highlights the conditions that facilitate their growth. The implications extend to educational institutions, policymakers, and practitioners seeking to enhance the communication capabilities of aspiring professionals. Ultimately, this study contributes valuable insights into the development of communication skills crucial for success in specialized fields.

Pondering over the nexus between internship programme and skills development: insights from past and present interns

In South Africa, the internship programme was introduced under the Skills Development Act of 1998, with the primary goal of addressing the country's skills shortage and fostering the growth of a skilled workforce. This act laid the foundation for various skills development initiatives, including internships, aimed at enhancing employment prospects and facilitating the transfer and development of essential skills among graduates. As a result, the pursuit of internship programme has become a prevalent practice among university and college graduates in South Africa, as they recognize its significance in securing employment and acquiring the necessary skills. Considering this, the objective of this study was to examine the relationship between internship programme and skills development within three government departments in Limpopo Province. The research employed a quantitative research approach and collected empirical data using semi-structured questionnaires. Seventy-one (71) past and present interns from the three select government departments were surveyed between October and December 2019. The data collected were analysed using Microsoft Excel. The study's findings reveal a positive nexus between the internship programme and skills development. Interns were able to acquire a diverse range of skills. The study recommends that there should be a rotational assignment as part of the internship programme to expose interns to different departments. Internship programme should serve as a valuable platform for the transfer and development of skills, providing interns with meaningful experiential learning opportunities.

Exploring undergraduate students’ perceptions of food animal production and their sense of belonging in an introductory animal science course

New animal science undergraduates are further removed from agriculture than ever before, many coming from non-agricultural backgrounds lacking experience with food animals. In addition to beginning a degree program in which they have little experience, undergraduates face unique challenges during their transition to college, which could impact retention and success in their chosen major. The focal course, Food Animal Science: ANEQ 101, is an introductory animal science course composed primarily of first year animal science students. This course utilized experiential learning by implementing laboratories with dairy calves providing hands-on experience. Pre- and post-surveys were developed to assess students’ perceptions of food animal production, welfare, and sense of belonging in the Animal Science major at the beginning and end of this course that was characterized by hands-on opportunities; quantitative and qualitative analyses were performed on 114 paired survey responses. Respondents were mostly female (79%, n = 91), white (80.7%, n = 92), and from non-agricultural backgrounds (83.3%, n = 95). Despite only half (51.8%, n = 59) of respondents indicating that they had experience with food animals, most respondents indicated that they agreed being comfortable with food animal production (96.5%, n = 110) and working with food animals (95.6%; n = 109); agreement with these statements was similar in the post-survey (P &amp;gt; 0.05). More students agreed with the statement “In the United States, food animals are raised with an acceptable level of animal welfare” (P = 0.016) in the post-survey as compared with the pre-survey. In the pre- and post-survey, questions related to belonging garnered positive responses, consequently, there was no evidence that students’ sense of belonging in the major was altered during the course. Two free-response questions asked respondents to comment on their sense of belonging in the major. Thematic analysis of these answers identified themes related to belonging, including Learning and Curriculum, Career Goals and Aspirations, Passion for Working with Animals, Self-Assurance, and Community and Classroom Environment. The majority of students had positive views about production and their sense of belonging within the major highlighting the value of integrating experiential learning opportunities for students studying animal science.

Building a Robust Bioeconomy Workforce: A Policy Approach to Bridging the Gap in Undergraduate Experiential Learning

The U.S. bioeconomy is rapidly expanding and is expected to open the door to over a million jobs by 2030. Experiential learning, also known as “learning by doing”, is a critical component of education and training for workers entering the bioeconomy. To prepare students with the skills they need to succeed in the bioeconomy workforce, we recommend that the NSF create a center to develop experiential learning opportunities in biotechnology and biomanufacturing in four-year undergraduate degree programs. These recommendations include prioritizing project-based learning labs and providing coordination and financial support for industry internships that enable students to tackle industry-relevant problems with hands-on projects.

Nurturing Success: Empowering Human Services Students to Lead a Campus Food Pantry

Recent research has shed light on the concerning issue of food insecurity among college students in the United States. According to recent reports, approximately 30% of college students experience food insecurity (CUFBA, 2020). This problem has serious implications, as financial concerns often force students to leave college without completing their degrees (Johnson, 2009). In response to this growing challenge, campus-based food pantries have emerged as a potential solution. However, colleges and universities are facing budget constraints and funding limitations, making it increasingly difficult to meet the needs of financially struggling students. This article explores the role of Human Services programs in addressing food insecurity on college campuses through the development of campus food pantries. By utilizing service-learning, internships, and field practicum courses within Human Services programs, colleges and universities can effectively tackle this issue. These programs can provide the necessary labor force and expertise, while also partnering with local agencies to secure essential supplies. This approach becomes crucial when state resources are limited or reduced. Engaging Human Services students in campus food pantries not only helps address the immediate need for food assistance, but also offers valuable experiential learning opportunities. Students gain practical experience in serving their communities and understanding the challenges associated with food insecurity. This symbiotic arrangement benefits both students and the college communities they are part of, creating a win-win situation for all involved.